A PROPOSAL OF INSTRUCTIONAL DESIGN/DEVELOPMENT MODEL FOR GAME-LIKE LEARNING ENVIRONMENTS: THE FID 2 GE MODEL

Size: px
Start display at page:

Download "A PROPOSAL OF INSTRUCTIONAL DESIGN/DEVELOPMENT MODEL FOR GAME-LIKE LEARNING ENVIRONMENTS: THE FID 2 GE MODEL"

Transcription

1 A PROPOSAL OF INSTRUCTIONAL DESIGN/DEVELOPMENT MODEL FOR GAME-LIKE LEARNING ENVIRONMENTS: THE FID 2 GE MODEL A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF NATURAL AND APPLIED SCIENCES OF THE MIDDLE EAST TECHNICAL UNIVERSITY BY GÖKNUR KAPLAN AKILLI IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE DEPARTMENT OF COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGY JANUARY 2004

2 Approval of the Graduate School of Natural and Applied Sciences Prof. Dr. Canan ÖZGEN Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science. Prof. Dr. M. Yasar ÖZDEN Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Science. Asst. Prof. Dr. Kürsat ÇAGILTAY Supervisor Examining Committee Members Assoc. Prof. Dr. Barbara BICHELMEYER Asst. Prof. Dr. Zahide YILDIRIM Asst. Prof. Dr. Kürsat ÇAGILTAY Asst. Prof. Dr. Erdinç ÇAKIROGLU Dr. Sadi SEFEROGLU

3 ABSTRACT A PROPOSAL OF INSTRUCTIONAL DESIGN/DEVELOPMENT MODEL FOR GAME-LIKE LEARNING ENVIRONMENTS: THE FID 2 GE MODEL Kaplan Akilli, Göknur M.S., Department of Computer Education and Instructional Technology Supervisor: Asst. Prof. Dr. Kürsat ÇAGILTAY January 2004, 196 pages Computer games are considered as powerful tools to learning and they have a potential for educational use. However, the lack of available comprehensive design paradigms and well-designed research studies about the question of how to incorporate games into learning environments is still a question, despite more than 30 years existence of computer games and simulations in the instructional design movement. Setting off from these issues, a formative research study is designed to propose an instructional design/development model, which may be used for creation iii

4 of game-like learning environments. Eighteen undergraduate students from Computer Education and Instructional Technology Department in METU participated to the study. Data collection lasted for three months and data were collected through interviews, observations and the artifacts that the participants produced. After the data analysis, it was found that the phases of the instructional design/development process should not be separate, strictly bounded, and processing a linear manner. Depending on these results and with the inspiration from fuzzy logic, an instructional design/development model for creating game-like environments, which is called as FID 2 GE model is proposed. Keywords: Games, simulations, game-like learning environments, instructional design/development, instructional design/development model, formative research, fuzzy logic. iv

5 ÖZ OYUN BENZERI ÖGRENME ORTAMLARI IÇIN BIR ÖGRETIM TASARIMI/GELISTIRME MODEL ÖNERISI: FID 2 GE MODELI Kaplan Akilli, Göknur Yüksek Lisans, Bilgisayar ve Ögretim Teknolojileri Egitimi Bölümü Tez Yöneticisi: Y. Doç. Dr. Kürsat ÇAGILTAY Ocak 2004, 196 sayfa Bilgisayar oyunlarinin güçlü ögrenme araçlari olduklari ve bu nedenle de egitim amaçli kullanilabilme potansiyeline sahip olduklari düsünülmektedir. Bununla birlikte, bilgisayar oyunlari ve simülasyonlarin ögretim tasarimi faaliyetleri içerisinde 30 yildan fazla süredir yer almis olmasina ragmen, bu oyunlarin ögrenme ortamlarina nasil entegre edilebilecegi ile ilgili kapsamli tasarim paradigmalarinin ve uygun biçimde tasarlanmis arastirma faaliyetlerinin mevcut olmayisi hala bir sorun teskil etmektedir. v

6 Bu sorunlardan yola çikarak, bu çalismada oyun benzeri ögrenme ortamlarinin yaratilmasinda kullanilabilecek bir ögretim tasarimi/gelistirme modeli ortaya koymak üzere biçimlendirici (formative) bir arastirma yapilmistir. Arastirmaya Orta Dogu Teknik Üniversitesi Bilgisayar ve Ögretim Teknolojileri Egitimi Bölümü nden 18 lisans ögrencisi katilmistir. Üç ay süren veri toplama sürecinde veriler; görüsmeler, gözlemler ve katilimcilarin sagladigi belgeler araciligiyla toplanmistir. Verilerin analizi göstermistir ki; ögretim tasarimi/gelistirme süreci birbirinden tamamen ayri, kati sinirlari olan ve dogrusal bir sira takip eden safhalardan olusmamalidir. Bu sonuçlar isiginda, bulanik (fuzzy) mantik kavramindan da esinlenerek, oyun benzeri ortamlarin yaratilmasinda kullanilabilecek bir ögretim tasarimi/gelistirme modeli olan FID 2 GE modeli ortaya konmustur. Anahtar kelimeler : Oyunlar, simülasyonlar, oyun benzeri ögrenme ortamlari, ögretim tasarimi/gelistirme, ögretim tasarimi/gelistirme modeli, biçimlendirici (formative) arastirma, bulanik mantik. vi

7 To mom and dad, whom I owe everything vii

8 ACKNOWLEDGEMENTS Firstly and foremost, I would like to thank and express my deep and sincere appreciation to my thesis supervisor, Asst. Prof. Dr. Kürsat Çagiltay. This thesis would not even be likely to exist without his insight, patience, guidance, support and encouragement throughout the study. I would like to express my sincere gratitude and thanks to my examination committee members, Assoc. Prof. Dr. Barbara Bichelmeyer, Asst. Prof. Dr. Zahide Yildirim, Asst. Prof. Dr. Erdinç Çakiroglu, and Dr. Sadi Seferoglu for their valuable suggestions and comments. I would also like to thank Asst. Prof. Dr. Ercan Kiraz for his valuable assistance in data analysis part of the study. Special thanks also go to my dearest friends Halil Ersoy, Levent Durdu, Nuray Temur and all the others in the department for their valuable support and encouragement during the study. I must express my thankfulness also to my officemate, Erol Özçelik, for his valuable comments and contribution to the study. I would like to express my sincere thanks to Gülfidan Can for her support and help from the other side of the world. I would like to express my love and deep gratitude to my family, and my loving husband, Sinan Akilli, for their patience, encouragement and unwavering faith in me. viii

9 TABLE OF CONTENTS ABSTRACT. ÖZ. ACKNOWLEDGEMENTS.. TABLE OF CONTENTS.. LIST OF TABLES... LIST OF FIGURES... iii v viii ix xii xiii CHAPTER 1. INTRODUCTION Background of the Study Statement of the Problem Purpose of the Study Significance of the Study Definition of Terms 8 2. LITERATURE REVIEW Instructional (Systems) Design/Development (IDD) Instructional Design/Development Models (IDDM) Criticisms and New Trends in IDD and IDDM An Alternative IDDM: Rapid Prototyping.. 21 ix

10 2.5. A Better Guide: Fuzzy Logic Games and Simulations Effects of Games and Simulations on Learning Educational Use of Games and Simulations Design Models for Educational Use of Games and Simulations Synthesis METHODOLOGY Research Problem and Research Questions Overall Design of the Study Justification for the Selection of the Methodology Implementation Process The Case Participants and Sampling Data Collection Instruments Data Collection Procedures Data Analysis Validity and Reliability Limitations and Delimitations RESULTS Background Information of Participants Background Information of Students Background Information of Instructors Soft Issues x

11 4.3. Process-related Issues Analysis Related Issues Design and Development Related Issues Evaluation Related Issues Hard Issues CONCLUSION General Overview Underlying Principles of the FID 2 GE Model Principles Related to Soft and Hard Issues Principles Related to Design/Development Process Theoretical Foundations The FID 2 GE Model Pre-analysis Phase of FID 2 GE Model Analysis Phase of FID 2 GE Model Design-Development Phase of the FID 2 GE Model Evaluation Phase of the FID 2 GE Model Summary Implications for Further Research and Practice REFERENCES APPENDICES A. INTERVIEW GUIDES AND OBSERVATION PROTOCOL 174 B. INTERVIEWS CITED. 184 C. SCREENSHOTS xi

12 LIST OF TABLES TABLE 2.1. Key alterations with the shift from industrial age to information age Detailed schedule of observation and briefing sessions Detailed schedule of interviews Students interview durations and grand totals of interviews Codes used in data analysis IDD background information of the participants Legend of icons used in Figure Summary of the FID 2 GE model xii

13 LIST OF FIGURES FIGURE 2.1. Prototyping approach to software design (by Tripp & Bichelmeyer, 1990) Rapid prototyping IDDM (by Tripp & Bichelmeyer, 1990) Conceptual structure of fuzzy logic (by MIT Encyclopedia of Cognitive Science, 2003) Diagram that shows the post-facto and in-vivo naturalistic case research frameworks The components of Active Worlds The boundaries and delimitations of the case that forms the focus of the 49 current study An excerpt from the coded data collected from the analysis interviews Excel sheet prepared for the transcriptions of personal information 67 interviews Excel sheet prepared for the transcriptions of analysis interviews The relationships among the soft (peopleware) and hard (technical) issues of an ISD process, creativity, and the quality of the product Conceptual structure of fuzzy logic (by MIT Encyclopedia of Cognitive Science, 2003) xiii

14 5.3. Overall appearance of the FID 2 GE model The visualization of Pre-Analysis phase of the FID 2 GE model The visualization of Analysis phase of the FID 2 GE model The visualization of Design and Development phases of the FID 2 GE model The visualization of Evaluation phase of the FID 2 GE model 159 C.1. A screenshot from Mysterious Town C.2. A screenshot from History of Music C.3. A screenshot of entrance of History of Music and its web component. 195 C.4. A screenshot of entrance of History of Arts C.5. A screenshot of two people talking xiv

15 CHAPTER 1 INTRODUCTION This introductory chapter addresses the issues that underlie the background of the study; the statement of the problem in the light of these background issues; purpose and significance of the study; and, lastly, definition of the terms that were used throughout the study Background of the Study It is unanimously acknowledged that presently we are living in that part of history, which is called the Information Age. This also provides that contemporary human society is likewise referred to as the Information Society (Bates, 2000; Reigeluth, 1996). What made these two emerging concepts possible, however, was another one, technology, or rather, the rate of progress that has been achieved in technology over the past fifty or so years (Molenda & Sullivan, 2003). Throughout this period, technology has been both the generator and the transmitter of information with an increasingly faster speed and an increasingly wider audience each and every 1

16 day. Soon it has dominated all our lives, penetrating into the conduction of normal daily life. The field of education has not been, and actually could never be, an exception in the spreading out of technology. On the contrary, education has always been considered as one of the most productive breeding-grounds for technology, where it would find its finest resonances and thus would have revolutionary effects. Yet, high expectations regarding the revolutionary impacts of technology on education have hardly been realized so far. More specifically, what we call instructional technology, or the use of technology in educational environments, does not presently seem to have contributed significantly to the realization of these expectations (Molenda & Sullivan, 2003; Russell, 2003). It may be argued that the reason for the existence of the relative ineffectiveness is the application of the same old methods in new educational media. To make an analogy, New wine was poured, but only into old bottles (Cohen & Ball, 1990, p. 334). Another reason related to this issue can be the famous Clark and Kozma debate, started by Clark s 1983 statement that media do not influence students learning (Clark, 1983). On the contrary, Kozma (1991) argued that learning and media are complementary and interrelationships of media, method and external environment have influence on learning. Both of them rationalize their arguments by Russell s (2003) study on, so called, no-significantdifference researches. Clark (1983, 1994a, 1994b) uses this phenomenon as evidence for his argument, whereas Kozma (1994) uses this phenomenon an indicative of insufficient evidence for his debate. 2

17 Moreover, there is the insufficiency of current models and methods to meet the consequences of a paradigm shift from Industrial Age to Information Age (Bates, 2000; Reigeluth, 1996, 1999). One of the possible novelties regarding the methods of education, which should be discussed, is the use of games. As a matter of fact, games are not so much a novelty in this field, as young human beings, by nature, begin to learn through games and playing from their early childhood (Rieber, 1996). At the older ages, games are replaced by formal education. Nevertheless, the transition from informal games to formal education environment does not always, and especially nowadays, seem to be a sharp one as it is known that games are being used also in some educational environments, yet their success is questionable. When one looks deeper into the subject, it is understood that the use of games in education is not so much a novelty too, because its history may be traced back a few thousand years (Dempsey, Lucassen, Haynes & Casey, 1996). It is now known that even in times before history, games and dramatic performances as representations of real life were more effective as teaching tools than the presentations of life itself. In our modern day, with the new technological advancement of societies, traditional games of old times have been replaced by electronic games and in similar manner, dramatic representations of old have been transformed into role-playing in simulation environments. Hence, electronic games and simulations have been parts of contemporary formal education. However, such transformation cannot be expected to take place quite smoothly and without its problems. The first question that arises, when the use of games and simulations in formal education environments is concerned, is that of how? : How games and 3

18 simulations should be used in education?, Is there a design/development model tailored for the creation of game-like learning environments? The answer that the researcher of the present study gave to the second question was No. To be more specific, the researcher has not yet found, and apparently is not likely to find in near future; information about the presence of such a model as can be used for the abovegiven purpose, except for the model she proposes in this study. She has only come across basic design guidelines and principles offered by researchers (Amory, Naicker, Vincent & Adams, 1999; Prensky, 2001; MIT, 2003). In other words, there is the apparent and urgent need for the introduction of an instructional design/development model that will help and guide instructional designers for the efficient use of games and simulations in educational environments, more precisely for creating game-like learning environments. Accordingly, what this thesis aims to do is to propose a model that can possibly contribute to, if not solve to some extent, the problem concerning the lack of an instructional design/development model, which can be employed for creating game-like learning environments. Otherwise, instructional designers have to take the challenge of forcing the situation to fit a model rather than selecting an appropriate model to fit the situation, due to the non-existence of even one appropriate instructional design/development model (Gustafson & Branch, 1997) Statement of the Problem Traditional instructional development models have been criticized on the grounds that they hardly represent a variety of structure, although they are abundant in number. In other words, as time passes models are enhanced in quantity, but not in 4

19 quality (Gustafson & Branch, 1997, 1998). The procedural stratifications and timeconsuming practices have constituted the main rationale of these criticisms. Both Prensky (2001) and Rowland, Parra and Basnet (1994) put forth that much of instructional design is done by the book or by using a rational view, which in turn produces boring cookie-cutter outcomes (Prensky, 2001, p. 83) and they emphasize creativity or creative approaches against the growing dissatisfaction about the current methods. Many researchers also suggest new approaches to be adapted from various fields, such as employment of hermeneutics, chaos theory or fuzzy logic (Jonassen, et al., 1997). On the other hand, although computer games and simulations have a history of more than three decades in the instructional design movement, literature still lacks available comprehensive design paradigms and well-designed research studies (Gredler, 1996). While there is vast number of similar studies about the perception of students and their reactions, the question of how to incorporate games into learning environments stays unresolved (Dempsey, Lucassen, et al., 1996). The researcher came across some studies about general design principles and elements, yet not a model (Amory, et al., 1999; Prensky, 2001; MIT, 2003). For these reasons and while it has been impossible to find a study that resembles the researcher s intentions, we believe that the findings of this study reveal important information and illuminate the path that goes to the answer of the above-mentioned question Purpose of the Study This study has a general aim to contribute to knowledge base in instructional design theory and to make a humble contribution to the organizational and somewhat 5

20 social phenomenon of creating game-like learning environments. More precisely, the purpose of the current study is to propose an instructional design/development model, which may be used in the creation of game-like learning environments. Specifically, the study is concerned with the exploration and identification of distinctive components of the model and its sufficient subelements, which are peculiar to game-like learning environments. Additionally, it is aimed to preserve the essential and working components of an instructional design/development model and to offer suggestions for the improvement of impeded elements, while removing the excessive components and/or subelements to guarantee the simplicity and to avoid parsimony of the model. Accordingly, what this thesis aims to do is to propose a model that can possibly contribute to, if not solve to some extent, the problem concerning the lack of an instructional design/development model which can be employed for creating game-like learning environments. The following research questions were taken as the blueprint for the current study to achieve this purpose of proposing an instructional design/development model especially for creating game-like learning environments in 3D realm of simulations: 1. What are the distinctive characteristics of an instructional design/development process for the creation of game-like learning environments? 2. What are the necessary and sufficient components of an appropriate instructional design/development model for the creation of game-like learning environments? 3. How do these components come together to form a model? 6

21 1.4. Significance of the Study Computer games and simulations have appeared on the scene of instructional design/development activities more than three decades ago; yet, the literature still lacks available comprehensive design paradigms and well-designed research studies (Gredler, 1996). Although, there is an accumulating mass of research about the perceptions of the students and their reactions, effects of games on learning and various skills, and even about the illustrations of such environments, the question of how to incorporate games into learning environments stays unresolved. Moreover, Reigeluth and Frick (1999) mention that since the existing design theories have not reached perfection; there is need for more theories and models that will guide us through human development and related additional kinds of learning, where for different kinds of situations those utilize new information technologies as tools. They further state that the design theories are prescriptive guidelines that tells us how to do education, in contrast with its descriptive counterpart that tells us what is education. Yet, they further contend that graduate programs in many universities encourage their students and faculty to conduct qualitative and quantitative researches, for creating descriptive knowledge of education more and more every day (Reigeluth & Frick, 1999). Although, there is vast number of instructional design/development models, which reveal answers of how to questions for various learning environments and situations, the researcher has not yet found, and apparently is not likely to find in near future; information about the presence of such a model with the exception of the model that she proposes, as can be used for creating game-like learning 7

22 environments. The three studies within researcher s reach were proposing basic design guidelines and principles rather than a model (Amory, et al., 1999; Prensky, 2001; MIT, 2003). As for the situations in Turkey, studies related with games are very rare, and none of them applies to the scope of the current study. In conclusion, there is the apparent and urgent need for the introduction of an instructional design/development model that will help and guide instructional designers for the efficient use of games and simulations in educational environments, more precisely to create game-like learning environments. Additionally, while there exists hardly any study that bears a resemblance to the researcher s intentions, she believes that the findings of this study can possibly contribute, if not illuminate to some extent, the path along with the creation of game-like learning environments. Moreover, the model proposed at the end of the current study may also add much to the literature, due to its prescriptive and complementary nature about the creation of game-like learning environments. The study might also be unique in this sense, since it is separated from other descriptive studies that provide knowledge of what is Definitions of Terms In this part of the chapter, the operational definitions of the terms that are used throughout the study will be presented: Model is simple representation of more complex forms, processes, and functions of physical phenomena or ideas (Gustafson & Branch, 1997, p. 17). It provides a visual representation of an abstract concept (Schindelka, 2003), helps people to conceptualize representations of reality (Gustafson & Branch, 1997), and explains ways of doing (Gustafson & Branch, 1998, p.3). 8

23 Instructional Design is optimizing the process of instructing (Reigeluth, 1983, p.9), which is concerned with understanding, improving and applying methods of instruction (Reigeluth, 1983, p.7). Instructional Development is optimizing the process of developing the instruction. (Reigeluth, 1983, p.9). It encompasses design, implementation, and formative evaluation activities. It is concerned with understanding, improving and applying methods of creating [italics added] instruction (Reigeluth, 1983, p.8). It is an organized procedure that includes steps of analyzing, designing, developing, implementing, and evaluating instruction. (Seels & Richey, 1994, p.31). It is a complex, yet purposeful process that promotes creativity, interactivity and cyberneticity and encompasses analysis, design, development, and evaluation (Gustafson & Branch, 1997, p.18). A unified term of instructional design/ development (IDD) will be used throughout the study, due to interchangeable usage of these two terms and instructional systems design (ISD). Instructional Design/ Development Model (IDDM) is a simple representation of the complex processes of instructional design/development (Gustafson & Branch, 1997). Game is an activity, in which participants follow prescribed rules that differ from those of real life as striving to attain a challenging goal (Heinich, Molenda, Russell, & Smaldino, 2002); simply it is an organized play (Prensky, 2001, p. 119). Simulation is an interactive abstraction or simplification of some real life (Heinich, et al., 2002; Baudrillard, 1983). It is a simulated real life scenario 9

24 displayed on the computer, which the student has to act upon (Tessmer, Jonassen, & Caverly, 1989, p. 89). Game-like learning environments are authentic or simulated places, where learning is fostered and supported especially by seamless integration of motivating game elements, such as challenge, curiosity, fantasy, etc. 3D Virtual worlds are combination of 3D settings of desktop Virtual Reality, interactive multimedia and a chat application, which were tied up in a bundle. Fuzzy Logic is a departure from classical two-valued sets and logic, that uses "soft" linguistic (e.g. large, hot, tall) system variables and a continuous range of truth values in the closed interval [0, 1], rather than strict binary (True or False) decisions and assignments. 10

25 CHAPTER 2 LITERATURE REVIEW This chapter addresses the related literature regarding the scope of the study bounded by the research problem and research questions articulated in the previous chapter. More specifically, it is an attempt to reveal, summarize and synthesize the issues about the field of instructional design/development; theoretical facet of the study; and games and simulations. After the definitions, historical background and new trends in the instructional design/development are given, the theoretical foundations of the study, namely fuzzy logic is explained. Lastly, the definitions of games and simulations, their educational history, effect on learning, and related design models will be handled. Finally, all literature is synthesized that, in turn, revealed the gap in the literature, for which the current study may add much to fill this gap, if not fill it up completely. 11

26 2.1. Instructional (Systems) Design/Development (IDD) As the name of this part implies there does not exist a consensus about the name and the definition of, what the researcher chooses to call, instructional design/development (IDD). During the review of the relevant literature the researcher was faced with the interchangeable use of instructional design, instructional systems design (ISD) and instructional development and even instructional technology, which was also asserted by many researchers (Schrock, 1995; Seels & Richie, 1994; Gustafson & Branch, 1997; Reigeluth, 1983). Even though several attempts have been made to derive standardized definitions and terms (Gustafson & Branch, 1997; Seels & Richie, 1994; Schiffman, 1995), the results have not been adopted and used in the literature. Reigeluth (1983) characterizes his views on instructional design as [it] is concerned with understanding, improving and applying methods of instruction (p.7), as he puts forth instructional development as being concerned with understanding, improving and applying methods of creating [italics added] instruction (p.8). Furthermore, he states that instructional design produces knowledge of optimal blueprints about methods of instruction, whereas instructional development optimizes the process of developing the instruction and encompasses design, implementation, and formative evaluation activities (Reigeluth, 1983). He also emphasizes that design theories are different from descriptive theories due to their prescriptive nature, in the sense that they offer guidelines, but not that they spell out every detail and allow no variation (Reigeluth, 1983, 1997, 1999). Gustafson and Branch (1997) accept the Seels and Richie (1994) definition, which is an organized procedure that includes steps of analyzing, designing, developing, implementing, and 12

27 evaluating instruction (p.31). However, they declare that Seels and Richie (1994) have coined this definition for ISD, instead of instructional development. Shrock, (1995) have also made a definition similar to that of Seels and Richie s (1994) definition, yet for instructional development. Gustafson and Branch (1997) further characterize instructional development as a complex, yet purposeful process that promotes creativity, interactivity and cyberneticity. (p. 18). The need for the development of a linking science and the need for a middleman between learning theory and educational practice was first asserted by John Dewey in 1900 (Reigeluth, 1983), yet, when the origins of instructional design procedures are traced, it is seen that the first research efforts date back only to the time of World War II (Dick, 1987). Moreover, the need for a middleman was also put forth by Glaser (1971), who stated that an instructional designer must perform the interplay between theory, research and application Instructional Design/Development Models (IDDM) Gustafson and Branch aver that models help us to conceptualize representations of reality (1997, p. 17); and they also state that models explain ways of doing (1998, p.3). In line with Reigeluth s (1983) above-mentioned opinions about instructional development, Gustafson and Branch (1997) have gone one step further and have stated that instructional development models have at least four components, which are analysis of the setting and learner needs; design of a set of specifications for an effective, efficient and relevant learner environment; development of all learner and management materials; and evaluation of the results of the development both formatively and summatively. (p. 12). They have also 13

An Instructional Design/Development Model for the Creation of Game-like Learning Environments: The FIDGE Model

An Instructional Design/Development Model for the Creation of Game-like Learning Environments: The FIDGE Model An Instructional Design/Development Model for the Creation of Game-like Learning Environments: The FIDGE Model Göknur KAPLAN AKILLI a, 1 and Kürşat ÇAĞILTAY b a, b Department of Computer Education and

More information

PERCEPTIONS OF PROSPECTIVE COMPUTER TEACHERS TOWARD THE USE OF COMPUTER GAMES WITH EDUCATIONAL FEATURES IN EDUCATION GÜLFİDAN CAN

PERCEPTIONS OF PROSPECTIVE COMPUTER TEACHERS TOWARD THE USE OF COMPUTER GAMES WITH EDUCATIONAL FEATURES IN EDUCATION GÜLFİDAN CAN PERCEPTIONS OF PROSPECTIVE COMPUTER TEACHERS TOWARD THE USE OF COMPUTER GAMES WITH EDUCATIONAL FEATURES IN EDUCATION GÜLFİDAN CAN JULY 2003 PERCEPTIONS OF PROSPECTIVE COMPUTER TEACHERS TOWARD THE USE OF

More information

SIUE Mass Communications Graduate Program Guide & Handbook. Designed To Educate & Assist Our Prospective & Current Masters Candidates

SIUE Mass Communications Graduate Program Guide & Handbook. Designed To Educate & Assist Our Prospective & Current Masters Candidates SIUE Mass Communications Graduate Program Guide & Handbook Designed To Educate & Assist Our Prospective & Current Masters Candidates Copyright SIUE Mass Communications Department 2010 Table of Contents

More information

Chapter 2 A Systems Approach to Leadership Overview

Chapter 2 A Systems Approach to Leadership Overview Chapter 2 A Systems Approach to Leadership Overview 2.1 Introduction Developing a high performance organisation is an appropriate and achievable goal in today s business environment. High performance organisations

More information

IMPLICATIONS OF TWO WELL-KNOWN MODELS FOR INSTRUCTIONAL DESIGNERS IN DISTANCE EDUCATION: DICK-CAREY VERSUS MORRISON-ROSS-KEMP

IMPLICATIONS OF TWO WELL-KNOWN MODELS FOR INSTRUCTIONAL DESIGNERS IN DISTANCE EDUCATION: DICK-CAREY VERSUS MORRISON-ROSS-KEMP Turkish Online Journal of Distance Education-TOJDE April 2007 ISSN 1302 6488, Volume: 8 Number: 2 Article: 5 IMPLICATIONS OF TWO WELL-KNOWN MODELS FOR INSTRUCTIONAL DESIGNERS IN DISTANCE EDUCATION: DICK-CAREY

More information

Methodological Issues for Interdisciplinary Research

Methodological Issues for Interdisciplinary Research J. T. M. Miller, Department of Philosophy, University of Durham 1 Methodological Issues for Interdisciplinary Research Much of the apparent difficulty of interdisciplinary research stems from the nature

More information

CGMB 123 MULTIMEDIA APPLICATION DEVELOPMENT

CGMB 123 MULTIMEDIA APPLICATION DEVELOPMENT CGMB 123 MULTIMEDIA APPLICATION DEVELOPMENT Chapter 7 Instructional System Design Models T.J.Iskandar Abd. Aziz tjiskandar@uniten.edu.my Part I Instructional Design Terms & Definition Objectives 3 Upon

More information

Videogaming and the development of the scientific mind

Videogaming and the development of the scientific mind Report of the Workshop Gaming and the scientific mind- Designing games to develop the scientific mind BtSM 2009 Cairo Designed and held by Carlo Fabricatore, Ph. D. (carlo.fabricatore@initium-studios.com)

More information

Running head: THE FIELD OF INSTRUCTIONAL TECHNOLOGY. Instructional Design. Teresa Hill. University of Houston ClearLake

Running head: THE FIELD OF INSTRUCTIONAL TECHNOLOGY. Instructional Design. Teresa Hill. University of Houston ClearLake Design 1 Running head: THE FIELD OF INSTRUCTIONAL TECHNOLOGY Instructional Design Teresa Hill University of Houston ClearLake In partial fulfillment of the requirements for INST 5131 Assignment 3 Caroline

More information

Chapter 1 Introduction to the Study

Chapter 1 Introduction to the Study ` Chapter 1 Introduction to the Study 1.1. Introduction The convergence of computer and communications technologies of the late 20th century has profoundly affected information creation, distribution,

More information

Information Visualization WS 2013/14 11 Visual Analytics

Information Visualization WS 2013/14 11 Visual Analytics 1 11.1 Definitions and Motivation Lot of research and papers in this emerging field: Visual Analytics: Scope and Challenges of Keim et al. Illuminating the path of Thomas and Cook 2 11.1 Definitions and

More information

Analysis of Three Instructional Design Models

Analysis of Three Instructional Design Models Analysis of Three Instructional Design Models 1 2 Abstract Instructional design models provide for a systematic approach of implementing the instructional design process for a specific educational initiative

More information

REQUIREMENTS FOR THE MASTER THESIS IN INNOVATION AND TECHNOLOGY MANAGEMENT PROGRAM

REQUIREMENTS FOR THE MASTER THESIS IN INNOVATION AND TECHNOLOGY MANAGEMENT PROGRAM APPROVED BY Protocol No. 18-02-2016 Of 18 February 2016 of the Studies Commission meeting REQUIREMENTS FOR THE MASTER THESIS IN INNOVATION AND TECHNOLOGY MANAGEMENT PROGRAM Vilnius 2016-2017 1 P a g e

More information

The Domain of Instructional Design

The Domain of Instructional Design The Domain of Instructional Design In simple terms, instructional design is the process of asking questions to determine an appropriate solution for an instructional problem. During instructional design

More information

(Refer Slide Time: 01:52)

(Refer Slide Time: 01:52) Software Engineering Prof. N. L. Sarda Computer Science & Engineering Indian Institute of Technology, Bombay Lecture - 2 Introduction to Software Engineering Challenges, Process Models etc (Part 2) This

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

A New Approach to Equip Students with Visual Literacy Skills:

A New Approach to Equip Students with Visual Literacy Skills: Hacettepe University Faculty of Education Computer Education and Instructional Technology A New Approach to Equip Students with Visual Literacy Skills: Use of Infographics in Education Pınar Nuhoğlu Kibar

More information

A Comparison of System Dynamics (SD) and Discrete Event Simulation (DES) Al Sweetser Overview.

A Comparison of System Dynamics (SD) and Discrete Event Simulation (DES) Al Sweetser Overview. A Comparison of System Dynamics (SD) and Discrete Event Simulation (DES) Al Sweetser Andersen Consultng 1600 K Street, N.W., Washington, DC 20006-2873 (202) 862-8080 (voice), (202) 785-4689 (fax) albert.sweetser@ac.com

More information

Teaching Methodology for 3D Animation

Teaching Methodology for 3D Animation Abstract The field of 3d animation has addressed design processes and work practices in the design disciplines for in recent years. There are good reasons for considering the development of systematic

More information

pm4dev, 2007 management for development series Introduction to Project Management PROJECT MANAGEMENT FOR DEVELOPMENT ORGANIZATIONS

pm4dev, 2007 management for development series Introduction to Project Management PROJECT MANAGEMENT FOR DEVELOPMENT ORGANIZATIONS pm4dev, 2007 management for development series Introduction to Project Management PROJECT MANAGEMENT FOR DEVELOPMENT ORGANIZATIONS PROJECT MANAGEMENT FOR DEVELOPMENT ORGANIZATIONS A methodology to manage

More information

From Design Theory to Development Practice: Developing a Stronger Understanding of Our Field.

From Design Theory to Development Practice: Developing a Stronger Understanding of Our Field. From Design Theory to Development Practice: Developing a Stronger Understanding of Our Field. Abstract Aaron Fried, Yongjin Lee, Karen Zannini, & Tiffany A. Koszalka Syracuse University How does one develop

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

Engagement and motivation in games development processes

Engagement and motivation in games development processes Engagement and motivation in games development processes Engagement and motivation in games development processes Summary... 1 Key findings... 1 1. Background... 2 Why do we need to engage with games developers?...

More information

THE ATTITUDE OF STUDENTS TOWARDS SOCIAL SCIENCES IN UNDERGRADUATE STUDIES: A SAMPLE FOR THE COMMUNICATION THEORY COURSE

THE ATTITUDE OF STUDENTS TOWARDS SOCIAL SCIENCES IN UNDERGRADUATE STUDIES: A SAMPLE FOR THE COMMUNICATION THEORY COURSE THE ATTITUDE OF STUDENTS TOWARDS SOCIAL SCIENCES IN UNDERGRADUATE STUDIES: A SAMPLE FOR THE COMMUNICATION THEORY COURSE ABSTRACT Assist. Prof. Dr. Deniz YENGİN, Istanbul Kültür University Faculty of Arts

More information

BENEFITS REALIZATION ENSURES CHANGE DELIVERS GREATER BUSINESS VALUE

BENEFITS REALIZATION ENSURES CHANGE DELIVERS GREATER BUSINESS VALUE BENEFITS REALIZATION ENSURES CHANGE DELIVERS GREATER BUSINESS VALUE Focusing on the delivery of value-adding benefits is an excellent way to achieve greater ROI from change. Benefits & Value Management

More information

RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY

RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY I. INTRODUCTION According to the Common Core Standards (2010), Decisions or predictions are often based on data numbers

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Instructional Design Framework CSE: Unit 1 Lesson 1

Instructional Design Framework CSE: Unit 1 Lesson 1 Instructional Design Framework Stage 1 Stage 2 Stage 3 If the desired end result is for learners to then you need evidence of the learners ability to then the learning events need to. Stage 1 Desired Results

More information

July 2013/ njraoiisc@gmail.com 1

July 2013/ njraoiisc@gmail.com 1 INSTRUCTIONAL SYSTEM DESIGN N.J. Rao 1. Introduction Learning is part of everyday life. Typically the process of acquiring knowledge in an educational context involves two key elements: one (teacher) who

More information

1 INTRODUCTION TO SYSTEM ANALYSIS AND DESIGN

1 INTRODUCTION TO SYSTEM ANALYSIS AND DESIGN 1 INTRODUCTION TO SYSTEM ANALYSIS AND DESIGN 1.1 INTRODUCTION Systems are created to solve problems. One can think of the systems approach as an organized way of dealing with a problem. In this dynamic

More information

PROCESS OF MOVING FROM WATERFALL TO AGILE PROJECT MANAGEMENT MODEL

PROCESS OF MOVING FROM WATERFALL TO AGILE PROJECT MANAGEMENT MODEL PROCESS OF MOVING FROM WATERFALL TO AGILE PROJECT MANAGEMENT MODEL Sanja Vukićević 1, Dražen Drašković 2 1 Faculty of Organizational Sciences, University of Belgrade, vukicevicsanja@yahoo.com 2 Faculty

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

ACTUAL PROBLEMS AND GOOD PRACTICES IN ACCOUNTANCY TEACHING TO STUDENTS IN ALBANIA

ACTUAL PROBLEMS AND GOOD PRACTICES IN ACCOUNTANCY TEACHING TO STUDENTS IN ALBANIA ACTUAL PROBLEMS AND GOOD PRACTICES IN ACCOUNTANCY TEACHING TO STUDENTS IN ALBANIA Alketa Pasholli (Zheku), PhD Head of Finance and Accounting - Department Faculty of Economy Fan S. Noli University,Korce,

More information

DESIGN AND STRUCTURE OF FUZZY LOGIC USING ADAPTIVE ONLINE LEARNING SYSTEMS

DESIGN AND STRUCTURE OF FUZZY LOGIC USING ADAPTIVE ONLINE LEARNING SYSTEMS Abstract: Fuzzy logic has rapidly become one of the most successful of today s technologies for developing sophisticated control systems. The reason for which is very simple. Fuzzy logic addresses such

More information

Executive Summary Principles and Standards for School Mathematics

Executive Summary Principles and Standards for School Mathematics Executive Summary Principles and Standards for School Mathematics Overview We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics

More information

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER STAGE 1 STANDARD FOR PROFESSIONAL ENGINEER ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER The following characterises the senior practice role that the mature, Professional Engineer may be expected

More information

Course Guide Masters of Education Program (UOIT)

Course Guide Masters of Education Program (UOIT) Course Guide Masters of Education Program (UOIT) Note: 1 course = 3 credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. Or M.A

More information

IEEE SESC Architecture Planning Group: Action Plan

IEEE SESC Architecture Planning Group: Action Plan IEEE SESC Architecture Planning Group: Action Plan Foreward The definition and application of architectural concepts is an important part of the development of software systems engineering products. The

More information

University of Calgary Schulich School of Engineering Department of Electrical and Computer Engineering

University of Calgary Schulich School of Engineering Department of Electrical and Computer Engineering University of Calgary Schulich School of Engineering Department of Electrical and Computer Engineering Research Area: Software Engineering Thesis Topics proposed by Dr. Dietmar Pfahl, Assistant Professor

More information

APPENDIX F Science and Engineering Practices in the NGSS

APPENDIX F Science and Engineering Practices in the NGSS APPENDIX F Science and Engineering Practices in the NGSS A Science Framework for K-12 Science Education provides the blueprint for developing the Next Generation Science Standards (NGSS). The Framework

More information

Summary Ph.D. thesis Fredo Schotanus Horizontal cooperative purchasing

Summary Ph.D. thesis Fredo Schotanus Horizontal cooperative purchasing Summary Ph.D. thesis Fredo Schotanus Horizontal cooperative purchasing Purchasing in groups is a concept that is becoming increasingly popular in both the private and public sector. Often, the advantages

More information

Appendix B Data Quality Dimensions

Appendix B Data Quality Dimensions Appendix B Data Quality Dimensions Purpose Dimensions of data quality are fundamental to understanding how to improve data. This appendix summarizes, in chronological order of publication, three foundational

More information

METU Instructional Technology Support Office: Accelerating Return on Investment Through e-learning Faculty Development

METU Instructional Technology Support Office: Accelerating Return on Investment Through e-learning Faculty Development METU Instructional Technology Support Office: Accelerating Return on Investment Through e-learning Faculty Development Tarkan Gürbüz, Fatih Arı, Başak Akteke Öztürk, Okan Kubuş, Kürşat Çağıltay Middle

More information

What is Undergraduate Education?

What is Undergraduate Education? Education as Degrees and Certificates What is Undergraduate Education? K. P. Mohanan For many people, being educated means attending educational institutions and receiving certificates or degrees. This

More information

Comparative Study of Agile Methods and Their Comparison with Heavyweight Methods in Indian Organizations

Comparative Study of Agile Methods and Their Comparison with Heavyweight Methods in Indian Organizations International Journal of Recent Research and Review, Vol. VI, June 2013 Comparative Study of Agile Methods and Their Comparison with Heavyweight Methods in Indian Organizations Uma Kumari 1, Abhay Upadhyaya

More information

The CS Principles Project 1

The CS Principles Project 1 The CS Principles Project 1 Owen Astrachan, Duke University Amy Briggs, Middlebury College Abstract The Computer Science Principles project is part of a national effort to reach a wide and diverse audience

More information

IS MORE INFORMATION BETTER? THE EFFECT OF TRADERS IRRATIONAL BEHAVIOR ON AN ARTIFICIAL STOCK MARKET

IS MORE INFORMATION BETTER? THE EFFECT OF TRADERS IRRATIONAL BEHAVIOR ON AN ARTIFICIAL STOCK MARKET IS MORE INFORMATION BETTER? THE EFFECT OF TRADERS IRRATIONAL BEHAVIOR ON AN ARTIFICIAL STOCK MARKET Wei T. Yue Alok R. Chaturvedi Shailendra Mehta Krannert Graduate School of Management Purdue University

More information

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education A Task Force Report for the Association of Mathematics Teacher Educators Forward This report, in some ways,

More information

7 Conclusions and suggestions for further research

7 Conclusions and suggestions for further research 7 Conclusions and suggestions for further research This research has devised an approach to analyzing system-level coordination from the point of view of product architecture. The analysis was conducted

More information

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science Student Outcomes Assessment Plan (SOAP) I. Mission Statement Department of Political Science College of Social Science Undergraduate Bachelor s Degree in Political Science The Department of Political Science

More information

Indiana University East Faculty Senate

Indiana University East Faculty Senate Indiana University East Faculty Senate General Education Curriculum for Baccalaureate Degree Programs at Indiana University East The purpose of the General Education Curriculum is to ensure that every

More information

Designing for Children - With focus on Play + Learn

Designing for Children - With focus on Play + Learn Designing for Children - With focus on Play + Learn The role of toys in early childhood Gayatri Menon, Faculty and Coordinator, Toy and Game design program, National Institute of Design,India, gayatri@nid.edu,menon.gayatri@gmail.com

More information

Curricular Vision. I. Introduction:

Curricular Vision. I. Introduction: Curricular Vision The Olin College Curricular Vision, which served as a guide for curricular development at Olin College, was written in the fall of 2001by David V. Kerns, who was provost of the college

More information

Five High Order Thinking Skills

Five High Order Thinking Skills Five High Order Introduction The high technology like computers and calculators has profoundly changed the world of mathematics education. It is not only what aspects of mathematics are essential for learning,

More information

Introduction. C h a p t e r O n e

Introduction. C h a p t e r O n e Contents Foreword vii Preface ix Acknowledgments xiii 1. Introduction 1 2. Caring and the Nursing Administrator 10 3. The Element of Caring in Nursing Administration 27 4. Organizational Theory 38 5. Leadership

More information

TEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná

TEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná TEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná Abstract This study analyses teachers of mathematics views on explications in teaching mathematics. Various types of explanations

More information

Assessing the Role of Knowledge Management Technologies in Learning Organisations

Assessing the Role of Knowledge Management Technologies in Learning Organisations Assessing the Role of Knowledge Management Technologies in Learning Organisations Frank Nyame-Asiamah ID No: 0811879 Brunel Business School, Brunel University, UK Supervisors: Dr Nandish Patel Dr Maged

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

IMEO International Mass Event Organization based on Recent Experience of Euro 2012

IMEO International Mass Event Organization based on Recent Experience of Euro 2012 IMEO International Mass Event Organization based on Recent Experience of Euro 2012 1. Name of the project: Project Management 2. Leader of the workshop (materials' author): Szymon Włochowicz 1 Objectives

More information

Online Learning Programs as Learning Organizations: A Case Study of Information Management Programs at Anadolu University, Turkey

Online Learning Programs as Learning Organizations: A Case Study of Information Management Programs at Anadolu University, Turkey Online Learning Programs as Learning Organizations: A Case Study of Information Management Programs at Anadolu University, Turkey ABSTRACT Assoc. Prof. Dr. Deniz TASCI Anadolu University School of Communication

More information

Responsibility I Assessing Individual and Community Needs for Health Education

Responsibility I Assessing Individual and Community Needs for Health Education CHE Competencies Starting in the early 1990s, three national professional organizations the Society for Public Health Education, the American Association for Health Education, and the American Alliance

More information

Learning and Instructional Systems Design

Learning and Instructional Systems Design CHAPTER 3 Learning and Instructional Systems Design The constructivist approach to learning is widely accepted by lecturers, but not always evident in their teaching practices, including web-based instruction.

More information

Outcome-Based Education

Outcome-Based Education Outcome-Based Education Outcome based education A student-centred learning system focusing on measuring student performance. Does not specify any specific style of teaching just that the student be able

More information

DYNAMIC SUPPLY CHAIN MANAGEMENT: APPLYING THE QUALITATIVE DATA ANALYSIS SOFTWARE

DYNAMIC SUPPLY CHAIN MANAGEMENT: APPLYING THE QUALITATIVE DATA ANALYSIS SOFTWARE DYNAMIC SUPPLY CHAIN MANAGEMENT: APPLYING THE QUALITATIVE DATA ANALYSIS SOFTWARE Shatina Saad 1, Zulkifli Mohamed Udin 2 and Norlena Hasnan 3 1 Faculty of Business Management, University Technology MARA,

More information

REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY

REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY SEPTEMBER 2015 Indhold PART 1... 4 PRELIMINARY REGULATIONS... 4 Section 1 Legal

More information

Local and Ultra Local Content in Broadcast Mobile TV

Local and Ultra Local Content in Broadcast Mobile TV Local and Ultra Local Content in Broadcast Mobile TV Richard LHERMITTE ENENSYS Technologies France ABSTRACT Broadcast Mobile TV is meant to be one of the next killer application for Mobile operators and

More information

BUILDING A BUSINESS GAMES AND TOYS

BUILDING A BUSINESS GAMES AND TOYS INTERMEDIATE TASKS BUILDING A BUSINESS GAMES AND TOYS E Sc M So INTERDISCIPLINARY 3 GRADE 3 This guide links the Building a Business unit to the Texas Essential Knowledge and Skills (TEKS) for third graders.

More information

Foundations for Systems Development

Foundations for Systems Development Foundations for Systems Development ASSIGNMENT 1 Read this assignment introduction. Then, read Chapter 1, The Systems Development Environment, on pages 2 25 in your textbook. What Is Systems Analysis and

More information

1.0 FUNDAMENTALS OF ENGINEERING MANAGEMENT

1.0 FUNDAMENTALS OF ENGINEERING MANAGEMENT 1.0 FUNDAMENTALS OF ENGINEERING MANAGEMENT 1.1 INTRODUCTION TO MANAGEMENT In most aspect of our lives we are member of one organization or another a college, a sport team, a musical, religions or theatre

More information

Research into competency models in arts education

Research into competency models in arts education Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam School

More information

Instructional Design Philosophy

Instructional Design Philosophy Instructional Design Philosophy Executive Summary Instructional Design Principles: MindLeaders training is based on sound principles from research in instructional design, adult learning, and information

More information

An Analysis of the B2B E-Contracting Domain - Paradigms and Required Technology 1

An Analysis of the B2B E-Contracting Domain - Paradigms and Required Technology 1 An Analysis of the B2B E-Contracting Domain - Paradigms and Required Technology 1 Samuil Angelov and Paul Grefen Department of Technology Management, Eindhoven University of Technology, P.O. Box 513, 5600

More information

UNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS

UNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS Part two: INFORMATION ON DEGREE PROGRAMS Part two: Information on Degree Programs Philosophy Bachelor s Degree Philosophy Master s Degree Philosophy Doctoral Degree Sociology Bachelor s Degree Sociology

More information

Using qualitative research to explore women s responses

Using qualitative research to explore women s responses Using qualitative research to explore women s responses Towards meaningful assistance - how evidence from qualitative studies can help to meet survivors needs Possible questions Why do survivors of SV

More information

Models of Dissertation Research in Design

Models of Dissertation Research in Design Models of Dissertation Research in Design S. Poggenpohl Illinois Institute of Technology, USA K. Sato Illinois Institute of Technology, USA Abstract This paper is a meta-level reflection of actual experience

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

Section I. Section II

Section I. Section II Minor in Design offered by the College of Architecture + Planning Primary contact: Jim Agutter College of Architecture + Planning 1. 1 The Request: Section I The Minor in Design is a plan of study developed

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

Functional Decomposition Top-Down Development

Functional Decomposition Top-Down Development Functional Decomposition Top-Down Development The top-down approach builds a system by stepwise refinement, starting with a definition of its abstract function. You start the process by expressing a topmost

More information

Instructional Design: A Postcard View. Brian Querry EDTECH 503 Spring 2011

Instructional Design: A Postcard View. Brian Querry EDTECH 503 Spring 2011 Instructional Design: A Postcard View Brian Querry EDTECH 503 Spring 2011 List of Postcards SLIDES CONTENT 3-4 The History of Instructional Design 5-6 Definition of "Instructional Design" 7-8 Systematic

More information

RESEARCH PROCESS AND THEORY

RESEARCH PROCESS AND THEORY INTERDISCIPLINARY RESEARCH PROCESS AND THEORY ALLEN F. REPKO The University of Texas at Arlington SAGE Los Angeles London New Delhi Singapore Washington DC Detailed Contents Preface Acknowledgments About

More information

By Carmela Lipsker. This material is made publicly available by the Centre for Playback Theatre and remains the intellectual property of its author.

By Carmela Lipsker. This material is made publicly available by the Centre for Playback Theatre and remains the intellectual property of its author. Constructing Nursing Knowledge Via Playback Theatre in Professional Training of Community Nurses: A Study of the Effect on Learning and Behavior Patterns By Carmela Lipsker This material is made publicly

More information

Errors in Operational Spreadsheets: A Review of the State of the Art

Errors in Operational Spreadsheets: A Review of the State of the Art Errors in Operational Spreadsheets: A Review of the State of the Art Stephen G. Powell Tuck School of Business Dartmouth College sgp@dartmouth.edu Kenneth R. Baker Tuck School of Business Dartmouth College

More information

ANALYSIS OF NEGOTIATION AND ARGUMENTATIVE SKILLS IN ONLINE COLLABORATIVE LEARNING FROM SOCIAL, COGNITIVE, AND CONSTRUCTIVIST PERSPECTIVES

ANALYSIS OF NEGOTIATION AND ARGUMENTATIVE SKILLS IN ONLINE COLLABORATIVE LEARNING FROM SOCIAL, COGNITIVE, AND CONSTRUCTIVIST PERSPECTIVES ANALYSIS OF NEGOTIATION AND ARGUMENTATIVE SKILLS IN ONLINE COLLABORATIVE LEARNING FROM SOCIAL, COGNITIVE, AND CONSTRUCTIVIST PERSPECTIVES Maria José de Miranda Nazaré Loureiro, Universidade de Aveiro,

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business

More information

How to Write a Successful PhD Dissertation Proposal

How to Write a Successful PhD Dissertation Proposal How to Write a Successful PhD Dissertation Proposal Before considering the "how", we should probably spend a few minutes on the "why." The obvious things certainly apply; i.e.: 1. to develop a roadmap

More information

Inquiry As Stance: Practitioner Research for the Next Generation.

Inquiry As Stance: Practitioner Research for the Next Generation. i.e.: inquiry in education Volume 1 Issue 2 Article 7 12-1-2010 Inquiry As Stance: Practitioner Research for the Next Generation. Della R. Leavitt DePaul University, della.leavitt@rutgers.edu Follow this

More information

the general concept down to the practical steps of the process.

the general concept down to the practical steps of the process. Article Critique Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices C.- H. Lai, J.- C. Yang, F.- C. Chen, C.- W. Ho & T.- W. Chan Theoretical

More information

Adaptation of Rapid Prototyping Model for Serious Games Development

Adaptation of Rapid Prototyping Model for Serious Games Development Journal of Computer Science and Information Technology June 2014, Vol. 2, No. 2, pp. 173-183 ISSN: 2334-2366 (Print), 2334-2374 (Online) Copyright The Author(s). 2014. All Rights Reserved. Published by

More information

Co-Creation of Models and Metamodels for Enterprise. Architecture Projects.

Co-Creation of Models and Metamodels for Enterprise. Architecture Projects. Co-Creation of Models and Metamodels for Enterprise Architecture Projects Paola Gómez pa.gomez398@uniandes.edu.co Hector Florez ha.florez39@uniandes.edu.co ABSTRACT The linguistic conformance and the ontological

More information

Project Management Simple Answers to Simple Questions

Project Management Simple Answers to Simple Questions Project Management Simple Answers to Simple Questions Originally I wrote this for one of my clients in 1991. The idea was to develop a brochure to promote project management in one of the client's departments.

More information

ACQUIRING SOFT SKILLS AT UNIVERSITY

ACQUIRING SOFT SKILLS AT UNIVERSITY ACQUIRING SOFT SKILLS AT UNIVERSITY Melih Arat Sıra Dışı Öğrenme Hizmetleri Dan. Ltd., Şti. TURKEY melih@meliharat.com Abstract In general the universities focus on teaching professional information rather

More information

Facilitated Workshops in Software Development Projects

Facilitated Workshops in Software Development Projects Facilitated Workshops in Software Development Projects Members of an IT team spent a lot of time and effort working on the requirements for a major project. At the end of three weeks, they had produced

More information

ANOTHER GENERATION OF GENERAL EDUCATION

ANOTHER GENERATION OF GENERAL EDUCATION ANOTHER GENERATION OF GENERAL EDUCATION Peter K. Bol Charles H. Carswell Professor of East Asian Languages and Civilizations I was asked to set forth some personal reflections rather than to summarize

More information

MBA Dissertation Guidelines

MBA Dissertation Guidelines Faculty of Economics, Management And Accountancy University of Malta MBA Dissertation Guidelines As part of the degree formation you are expected to present a dissertation project. This booklet contains

More information

Ivo Wenzler: Simulations as learning from the future

Ivo Wenzler: Simulations as learning from the future SIMULATION GAMES ARE POWERFUL PLAYFUL INTERVENTIONS. WE COME ACROSS SIMULATIONS OFTEN, IN ALL FORMS AND SHAPES. IVO WENZLER, SENIOR EXECUTIVE (PARTNER) AT ACCENTURE AND ASSOCIATE PROFESSOR AT THE DELFT

More information

Software Engineering from an Engineering Perspective: SWEBOK as a Study Object

Software Engineering from an Engineering Perspective: SWEBOK as a Study Object Software Engineering from an Engineering Perspective: SWEBOK as a Study Object Alain Abran a,b, Kenza Meridji b, Javier Dolado a a Universidad del País Vasco/Euskal Herriko Unibertsitatea b Ecole de technologie

More information